Developing Tactile Maps for Students with Visual Impairments: A Case Study for Customizing Accommodations

Abstract

Introduction The authors of this study evaluated the necessary features of tactile maps to provide independent, efficient, and safe travel across a university campus; and a process for developing tactile maps based on user needs and preferences. Methods Participants who have low vision provided input, through interviews and field tests, regarding which features were critical for a tactile map. The four-phase development and research design process included: phase 1, semi-structured interviews about campus navigation; phase 2, creating draft maps using two different tactile media—microcapsule or braille embossed lines; phase 3, field-testing maps through site visits with participants; and phase 4, finalizing the map. Four undergraduate students with low vision participated in phases 1 and 3 to assess their experiences in navigating a campus; and the collected data were used in phases 2 and 4 to create, revise, and finalize the content, layout, and medium of the map. Results Three of the participants preferred microcapsule lines to braille embossed fines, while one participant stated the usefulness of both media. The four-phase process allowed customization of local maps for individual users. Discussion Map features that contribute to readability and efficacy of use include the medium; the layout; the combination of orientation maps, which provide an “overview” of a large area; and mobility maps, which contain more detail and are designed to help the traveler in unfamiliar areas (James, 1982). Implications for practitioners Colleges and universities should gather data and create tactile campus maps for students with low vision or blindness following the four-phase process used during this study. Although the data show that the map's medium is a matter of personal preference, several features are essential to creating a map with maximum readability.